Cardinal Leger Secondary School
Department of Social Sciences
Course Name: Canadian History
Since World War I
Course Code: CHC 2P1
Teacher:
Textbook: Canadian History
Ministry Guidelines: Canadian and World
Studies, 2013
Level: Grade 10, Applied
Pre-Requisite: none
Replacement Cost: Cost $80.00
Course Overview
This course focuses on the social context of historical developments and events and how they have affected
the lives of people in Canada since 1914. Students will explore interactions between various communities
in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students
will develop their ability to apply the concepts of historical thinking and the historical inquiry process,
including the interpretation and analysis of evidence, when investigating the continuing relevance of
historical developments and how they have helped shape communities in present-day Canada.
Curriculum Strands and Overall Expectations
c
HISTORICAL
INQUIRY AND SKILL DEVELOPMENT: Overall Expectations
t
a  use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history
since 1914;
t
i  apply in everyday contexts skills developed through historical investigation, and identify some careers in which these
skills might be useful.
o
n
CANADA,
1914-1929: Overall Expectations
s
 describe some key social, economic, and political events, trends, and developments in Canada between 1914 and 1929, and
h B assess how they affected the lives of people in Canada;
describe some key interactions between different communities in Canada, and between Canada and the international
i y community,
from 1914 to 1929, and explain their effects;
s  describe how some individuals, organizations, and domestic and international events contributed to the development of
t identity, citizenship, and/or heritage in Canada between 1914 and 1929.
ch
CANADA,
1929-1945: Overall Expectations
oe
u e  describe some key social, economic, and political events, trends, and developments in Canada between 1929 and 1945, and
r n explain how they affected the lives of people in Canada;
describe some significant interactions between different communities in Canada, and between Canada and the international
s d  community,
from 1929 to 1945, and explain what changes, if any, resulted from them;
e  describe how some individuals, organizations, symbols, and events, including some major international events,
o contributed to the development of identity, citizenship, and/or heritage in Canada between 1929 and 1945.
ef
xt
ph
li
os
Cardinal Leger Secondary School
Department of Social Sciences
CANADA 1945-1982: Overall Expectations
 describe some key social, economic, and political trends, events, and developments in Canada between 1945 and 1982, and
explain how they affected the lives of people in Canada;
 describe some key developments that affected interactions between different communities in Canada, and between Canada
and the international community, from 1945 to 1982, and assess their significance;
 describe how some individuals, organizations, and social and political developments and/or events contributed to the
development of identity, citizenship, and/or heritage in Canada between 1945 and 1982.
CANADA, 1982 TO THE PRESENT: Overall Expectations
 describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and
assess their impact on the lives of different people in Canada;
 describe some significant issues and/or developments that have affected interactions between different communities in
Canada, and between Canada and the United States, from 1982 to the present, and explain some changes that have resulted
from these issues/developments;
 describe how some individuals, groups, and events, both national and international, have contributed to the development of
identity, citizenship, and/or heritage in Canada from 1982 to the present.
Assessment and Evaluation
Evaluation will be based on unit tests, assignments, reflections and group work.
Term Work
Formative Evaluation
70%
Knowledge and Understanding
25%
Thinking
25%
Communication
25%
Application
25%
Final Assessment
Summative Evaluation
30%
Formal Examination
15%
Culminating Task
15%
Course Total
100%
Cardinal Leger Secondary School
Department of Social Sciences
Skills and Work Habits
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
E= Excellent G=Good S=Satisfactory N= Needs Improvement
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Fulfills responsibility and commitments.
Takes responsibility for and manages own behavior.
Devises and follows a plan and process for completing tasks.
Establishes priorities and manages time
Independently monitors, assesses, and revises plans to complete tasks
and meet goals.
Uses class time to complete tasks.
Accepts various roles and an equitable share of work in a group.
Builds healthy peer-to-peer relationships.
Looks for and acts on new ideas and opportunities.
Approaches new tasks with a positive attitude.
Sets own goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.
Missed/Late/Incomplete Assignments
It is the student’s responsibility to address missed, late, or incomplete assignments. Students are expected
to complete assignments and to adhere to assignment deadlines as follows:
Due Date
A due date is set by the teacher.
10% Penalty Zone
Closure Date
1 school day late – 3%
2 school days late – 6%
3 school days late – 10%
Maximum penalty of 10%
Once the closure date has passed,
work is considered incomplete
and a mark of zero applies.
Parent Signature _________________________ Student Signature ___________________________